This section proposes a selection of inspiring examples, including:

These examples were selected as part of the Cedefop study ‘Leaving education early: putting vocational education and training (VET) centre stage’. Would you like to know more about the methodology used to select the examples and the countries covered? Go to About >

Displaying results 85 - 96 out of 215

Pages

  • Publications

    High-performance apprenticeships & work-based learning: 20 guiding principles

    The European Commission has set out 20 guiding principles for stakeholders involved in work-based learning. These focus on four main themes:

    1. Involving national governance and social partners;
    2. Supporting companies;
    3. Making apprenticeships attractive and improving career guidance; and
    4. Quality Assurance.

    Download the report here.

  • Statistics and Data

    How many young people leave education and training too early?

    Reducing the EU average share of early leavers from education and training to below 10% of young people (18-24 year-olds) is one of the specific objectives of the Europe 2020 strategy.

    Reducing early leaving will make young people better equipped with knowledge and skills for facing the future, including their transition from initial education and training to the labour market.

    The ‘early leavers from education and training’ indicator is defined as the percentage of the population aged 18-24 who have attained, at most, lower secondary level education (ISCED 0-2) and who are not involved in further education or training.

  • Publications

    How teacher-teacher and teacher-student cooperation link with achievement evidence from international studies

    Studies on early school leaving (ESL) have shown that (low) student achievement is an important predictor of ESL. This paper presents a literature review of evidence from international large-scale assessments (ILSA studies) on associations between teacher-teacher and teacher-student cooperation and student achievement.

    Read the publication here.

  • Publications

    Hungary - Leaving education early: putting vocational education and training centre stage

    This report discusses the rates of early leaving from VET, and the type of data collected in the country to monitor this phenomenon. The report summarises the main strategies and policy initiatives to tackle early leaving from education and training, and discusses the role played by VET. The country report was developed as background material to the Cedefop study: Leaving education early: putting vocational education and training centre stage.

    Download the report here.

  • Statistics and Data

    Image of VET

    Would you say that these days vocational education at upper secondary education for those aged 16-18 has a positive or negative image in your country?

  • Tools

    Includer

    Gamification for decision-makers dealing with early school leaving.

  • Good practice

    Information Exchange Inter-Ministerial System (IEIS) and Disengagement Monitoring and Support Platforms (PSAD)

    An inter-ministerial information system at the national level to identify and support early school leavers and a network of local “second chance” actors providing the support.

  • Good practice

    Innovative Pole - Pôle Innovant Lycéen (PIL)

    The PIL aims at offering VET opportunities and general courses to early leavers between 16 and 21 years of age, combined with thorough individualised support. The PIL is a ‘one year only’ school – i.e. students do not obtain a qualification during the year. It doesn’t aim to qualify students, it aims to give early leavers the desire to learn again.

  • Good practice

    Integrated Pedagogical System – Integrált Pedagógiai Rendszer (IPR)

    The Integrated pedagogical System in Hungary is a national programme that aims to enhance inclusive education. It requires the involvement and cooperation of teachers and external stakeholders. Schools participating in the programme report positive outcomes in classroom management, student autonomy, teacher-student relationships.

  • Good practice

    Introductory training (Einstiegsqualifizierung (EQ))

    The “Introductory training” scheme has been running in Germany since 2004. The scheme funds apprenticeship-like training with a view to helping young people find a regular apprenticeship opportunity.

  • Good practice

    Invest in talent

    Invest in Talent offers a combined offer of: internships, work, education, affordable housing, coaching for vulnerable young people to reduce dropout rates and support sustainable career perspectives.

  • Publications

    Invest in Talent

    In the Netherlands, the ‘Invest in Talent’ initiative provides practical advice on how to bring together partners from the worlds of employment, education, housing, coaching and mentoring to offer support to young people in dealing with the challenges they face in everyday life. 

    Read the initiative flyer description.

Pages